Document title - Curtin University · Web viewAn important skill. ... The word 'why' can also be used to gain this knowledge. Justifying questions, however, rarely need to be used

Developing Key Relationships

Table of Contents

Introduction............................................................................................................................... 3

Learning Outcomes.................................................................................................................. 3

Module Topics.......................................................................................................................... 3

Coaching and mentoring..........................................................................................................3

Coaching and counseling.........................................................................................................7

The skills behind coaching......................................................................................................12

The coaching session framework...........................................................................................15

Managing upwards.................................................................................................................15

The influence of power...........................................................................................................16

Practical Activity.....................................................................................................................18

Required Reading...................................................................................................................19

Additional Resources..............................................................................................................19

References............................................................................................................................. 19

3 Academic Leadership for Course Coordinators Program

IntroductionHello and welcome to Developing key relationships

In this module you will be exploring the concepts of coaching, managing upwards, and building your influence through networking.

Please Note: There are a number of weblinks throughout this module which are current at the time of publication, if any are broken or fail to open, please advise your Program Coordinator or post a message to the Academic Leaders’ Café in Blackboard in the forum titled, ‘Help us to help you!’ Thank you.

Learning OutcomesOn successful completion participants will:

Map the dynamics of their own role and relationship against their Head of School/Area. Develop strategies to build influence in key peer relationships.

Module TopicsThis module looks at Developing key relationships. The concepts covered are:

Coaching and mentoring. Coaching and counselling. The skills behind coaching. The coaching session framework. Managing upwards. The influence of power.

Let’s look at each one in detail.

Coaching and mentoring

An important skill

The ability to coach and mentor is an important skill for Course Coordinators. Not only will you at times need to support new staff and sessionals, but peers who may need your assistance in meeting unit delivery demands. Since leadership in the academic environment is very much based on developing and maintaining relationships, Course Coordinators who can coach and mentor their colleagues will be rewarded with more free time later on because individuals will be more capable and competent in delivering course outcomes.

Coaching and mentoring also elevates the morale of the course team because individuals feel supported and are acknowledged for their efforts and success (this is the developer role in the integrated competing values framework). This in turn, creates positive organisational outcomes. Coaching and mentoring also is the bridge between the more autocratic or coercive styles of management and the more empowering leadership style. It is an essential skill for performance management, regardless of whether your colleagues report to you directly or not.

Quite often individuals do not invest in coaching because of the time commitment involved. However, those who are insightful, recognise that coaching provides non-evaluative feedback which is essential to good performance. Not only does this increase communication between the Course Coordinator and their team, it is a systematic approach to enhancing the performance and skill level of those staff



responsible for delivering a course. This in turn influences organisational performance and Goleman (2000) has demonstrated this fact.

Course Coordinators that build coaching in to their management style:

increase job clarity with peers about tasks and performance standards help to align the individual's work with the course and organisation's priorities create a learning culture where non-evaluative feedback is a natural and regular part of

work and development enhance job satisfaction through skill development of colleagues.

The terms 'coaching and mentoring' to this point have been used interchangeably. However, they are quite distinct. Hence, it is important to understand the distinction between these two approaches. Whilst there are many similarities, there are also some distinct differences. The Coaching & Mentoring Network (http://www.coachingnetwork.org.uk/ResourceCentre/WhatAreCoachingAndMentoring.htm) offers some further insights on coaching and mentoring. (Make sure you click the link on the right side of the coaching network page to learn about the differences between coaching and mentoring.)

For the purposes of this leadership course for Course Coordinators, we will be using the term coaching and its inherent principles. The Course Coordinator will, for the most part in their leadership role, will function as a coach to those colleagues needing support.

For coaching to be successful, however, the Course Coordinator and School leadership must provide time and support for the staff and have a culture of empowerment. Much depends on the orientation of the Head of School and Course Coordinator towards the staff that deliver the course.

A lot of this depends on our orientation and views of leadership. To some, they perceive their role as one of forcing staff to comply with delivery standards and timeframes. This coercive and authoritarian approach is often referred to a Theory X Style of Management. For others, a more empowering and collegial approach is preferred to try and obtain compliance with course delivery objectives. This approach is often referred to as Theory Y Style of Management. To gain a sense of your Theory XY orientation, review the businessballs.com (http://www.businessballs.com/mcgregor.htm) website. You can even fill out a quiz to measure your style.

What do you think your orientation is after reading this? Are you a Theory X manager or a Theory Y manager? Being a good coach requires a strong orientation towards Theory Y because it is a collaborative and democratic relationship. You might like to refer to Goleman's 6 Leadership Styles. Theory X is similar to the coercive and pacesetting styles noted in Goleman's leadership model.

Case study (Zeus and Skiffington 2000, 107)The following case study is a good example of why the shift from Theory X management to Theory Y management is helpful to empower staff. It also illustrates how coaching can be used to assist in the development of your leadership effectiveness.

Case study

" W.J. is a senior manager in a medium sized public service organisation. The organisation decided to introduce a coaching program in which W.J. would play a key role. W.J. has some reservations about coaching and an external coach was employed to work with him on an individual basis. Although many of W.J's objections to coaching were stated in terms of logistics and processes, the coach recognised that much of W.J's hesitation was due to some deep-seated beliefs he had about the role of the manager and how coaching might erode the manager's power base. W.J. tended to tell and direct others rather than asking, listening and requesting. He made decisions unilaterally rather than


http://www.businessballs.com/mcgregor.htm

http://www.businessballs.com/mcgregor.htm

http://www.coachingnetwork.org.uk/ResourceCentre/WhatAreCoachingAndMentoring.htm




through collaborating and facilitating. The coach worked with W.J. to examine some of his beliefs and to appreciate that his model of the manager as 'boss' was limiting his own potential and that of his staff. Over a period of seven weeks, W.J. warmed to the concept of coaching, and he and the coach devoted the remainder of the coaching sessions to developing strategies to institute a coaching program for managers."(Zeus and Skiffington 2000, 107)

Building a sense of empowerment within a course's culture may take some time. It often follows a series of stages (see below) because many deep seated beliefs and attitudes may need to shift. By empowering staff, they experience a journey that makes them feel more competent and excited about their work. They feel empowered and the organisation gains by this increased job commitment. It takes time, however, to move people from an unempowered state to a fully empowered state. Empowerment requires trust, coaching and freedom to explore and learn. Implementing such a culture change can take a long time.

Stages of Empowerment

Stage 1: Participants are motivated and keen to move on with their job - there is a desire to change and improve.

Stage 2: What is the scope of the project? What can participants undertake? Freedoms are given to staff to take risks and develop.

Stage 3: Participants get into the project and start working on the project - staff start to take ownership over their actions.

Stage 4: As they work through the project, they develop greater skill.Stage 5: With greater skill they take on more responsibility and often hit higher targets.Stage 6: Confidence and self efficacy improve.Stage 7: More demanding work is taken with higher risks.

The ability of staff to experience empowerment and to move through to the seventh stage depends upon the organisational culture and leadership within the workplace. Organisations that do not empower their staff suffer from reduced productivity and staff morale. Consider how you nurture and support full and part time permanent staff; sessional staff, staff on contracts? It also becomes very difficult to coach staff and peers in an organisation that does not empower or expressly value its staff.

The table below from Knowles (1998) illustrates the differences in an empowered/innovative organisation versus an unempowered/static organisation. The principles apply to any organisation, including Universities.

Unempowered and Static Empowered and InnovativeStructure - rigid, energy goes into maintaining the status quo, there is reverence for tradition and by laws. It is hierarchical and a chain of command. Roles defined narrowly.

Structure - flexible, use of temporary task forces, easy shifting of departmental lines, readiness to change and depart from tradition. Broadly defined roles, multiple links.

Atmosphere - task centered, impersonal, cold, formal, reserved.

Atmosphere - people centered, warm caring, informal, trusting

Management philosophy and attitude - function of management is to control personnel through coercive use of power, risk averse, cautious, errors to be avoided, closed system for sharing resources.

Management philosophy and attitude - function of management is to release the energy of personnel, power is used supportively, risk taking encouraged, errors are sources of learning, emphasis on personal development



Decision and policy making - high participation at top, clear distinction between policy makers and policy executors. Decisions final, legal.

Decision and policy making - relevant participation by all affected, collaborative policy making and execution.

Communication - restricted flow, downward, repression of feelings.

Communication - easy access, multi-directional, feelings expressed.

How can you build a more empowered organisation so that coaching can be successful? Zeus and Skiffington (2000) argue that coaches can enlist support and enthusiasm for coaching by gathering information about the organisation and its specific needs. With this information, it is then possible to illustrate how coaching can fit into existing development programs. Depending upon the resources available within the organisation, seminars and workshops can be undertaken with key members of the organisation to promote the coaching and learning initiatives.

Change agents are educated about 'coaching' benefits and principles and how it can benefit the course. Once there is support for the initiative, longer sessions with those who will be integrally involved in the coaching intervention are informed. The goals of the coaching program are agreed upon and strategies for implementation are discussed and ratified by the group. Thus the process of empowerment begins. Remember, as Course Coordinator you can elevate your coaching skill but you can also model and support your peers to coach one another.

Empowering your team through delegation also saves you time, reduces your stress and gives you more time to lead and manage course quality.

If you still don't believe that you should invest your time in coaching and empowering your staff then refer to the diagrams below. The two diagrams illustrate why coaching, as part of delegation, is important for managers to increase their own personal productivity and to minimise stress. The second diagram illustrates the straightforward steps for delegation. What is critical in delegation is ensuring that you brief your colleagues appropriately about the task. This involves unpacking your thinking about how you want the work done. If the result is less than adequate, it may stem from your poor communication about how to do the task.



Coaching and counseling

Coaching and other parallel dimensions

When staff charged with course delivery do not meet expected standards there are a variety of things a Course Coordinator can do before involving a Head of School in a performance management issue. If the individual does not have the skill or ability to perform the task at the required level then this is typically a problem that requires training and coaching. A Course Coordinator can intervene to set this up and/or provide support. Quite often the investigation and coaching process reveals other issues influencing performance, which are not about skill level. Business processes, job clarity, competing demands may be the issue that is influencing performance. In this situation, administrative action is needed to support the staff member.

If performance is poor, and it is not an administrative or competence issue, then alternative reasons may be behind the issue. In this situation it may be that your colleague needs some counselling support. Counselling is helping the team member see that a problem exists and to identify ways that the problem might be addressed. Coaching someone when they need counselling or vice versa can lead to other problems such as:

Defensiveness - people put energy into a defence, they don't listen and anger becomes a problem.

Disconfirmation - people feel incompetent and unworthy so they try to rebuild self-worth rather than listen and often show off, withdraw, or lose their motivation.

So when do you coach? When do you counsel? When do you delegate? The Skill Will Matrix (which is similar to Situational Leadership Theory) (http://en.wikipedia.org/wiki/Situational_leadership_theory) illustrates when coaching/counselling/delegation is most appropriate. It tells you how best to tailor your efforts for the person you plan on supporting.


http://en.wikipedia.org/wiki/Situational_leadership_theory

http://en.wikipedia.org/wiki/Situational_leadership_theory


Skill = experience, training, understanding and role perception (competency).

Will = desire to achieve, incentive, self-efficacy and confidence (motivation).

Individuals who possess high will and low skill are most amenable to coaching. They are motivated but have low skill so require a lot of coaching for learning to take place. As the table suggests, they need to be guided. Many new staff and sessionals would fall under this category.

Individuals who have high will and high skill are already very motivated to do their job and do it well. They can be left alone. Trying to coach them may even alienate them. Delegating work to them is most appropriate.

Staff with low will and low skill are often unmotivated because they do not know how to do their job well. They need a lot of direction. They need to be told what to do. Once they start to become more successful in their job their motivation increases and they move into the 'coach' box. Once here they are more amenable to coaching.

Individuals with low will but high skill require counselling. They know how to do their job well but aren't performing. Something is blocking their performance. It may be a personal issue, a work related issue such as conflict, burnout, or stress. One needs to find the reason for the low motivation through counselling or by asking questions. Getting to the root cause may help to build solutions that excite them about their work once again.

high will

CoachInvest time early on.Coach and train.Answer questions/explain.

Create a risk-free environment to allow early ‘mistakes’ and learning.

Relax control as progress is demonstrated.

DelegateProvide freedom to do the job.Set objectives, not method.Praise, don't ignore.

Encourage coachee to take responsibility.Involve in decision making.Use ‘you tell me what you think’.

Take appropriate risks.Give more stretching tasks.Don't over-manage.

low will

DirectBuild the will.Provide the clear guidance and motivation.Develop vision for future performance.

Build the skill.Structure task for quick wins.Coach and train.

Sustain the will.Frequent feedback.Praise and nurture.Supervise closely; tight control, clear deadlines.

CounselIdentify reasons for low will - e.g. task/management style/personal factors.

Motivate.

Monitor feedback.

low skill

high skills



In fact, there is more than just coaching versus counselling. The following diagram illustrates the different developmental roles that a Course Coordinator may take.

Differences between coaching and other interpersonal support mechanisms

1. Mentoring usually involves a senior experienced person taking on board a less experienced mentee. The relationship often emerges naturally and the advice that is provided often goes beyond skill based issues. It is a holistic relationship. Course Coordinators may find themselves in this role over time, after working with staff for a while...even after they leave this role.

2. Training is very specific - it’s about the teaching of specific skills or competencies. For example, how to use PowerPoint.

3. Consulting is focussed on providing answers to a problem that the individual cannot solve independently. The individual can elect to take on board the solution or not. For example, reviewing a unit's assessment and outcomes when requested by a unit controller and providing advice on how to restructure.

4. Managing employs the use of power vested in your role. It uses this power to invoke action or changes in peers. For example, not applying University policy in spite of requests to do so earlier.

5. Counselling is focussed on assisting the individual in discovering actions or solutions to challenges they are facing, without providing advice or judgment. Issues tend to be more personal in nature. The relationship requires empathy.

6. Coaching is a collaborative, solution-focussed, results-oriented and systematic process in which the coach facilitates the enhancement of performance and/or self-directed learning of the individual (Grant, 2001). For example, coaching a new staff member to work towards engaging students more so in the classroom.

So how do you coach?

In order to coach a peer, colleague or staff member, both of you must have a clear definition of the skill that is going to be developed so some end stage goal can be specified. This goal needs to be developed collaboratively, otherwise both of you may have very different understandings of what the end goal represents. Expectations need to be clarified and it is typically the individual desiring coaching that should set the goal and objectives with the support of the coach.



Goleman, Boyatzis and McKee (2001) and Goleman (2000) demonstrate that empathy during the coaching process is a very important part of the process and influences performance positively. When people seek coaching support, they are expressing vulnerability. They are disclosing a learning need, an area they feel they could develop further. This takes courage. Course Coordinators who possess empathy and can use this skill during coaching sessions end up with colleagues who demonstrated the most growth. Not surprising, empathy is one of the key skills required of emotionally intelligent leaders.

Once a collective understanding of what the end performance should look like, alternatives and solutions can be mapped out to assist the coachee in reaching their target(s). Surprisingly this is not much different from outcomes based education!

Coaching is designed to be non-directive, in other words, skilful questioning is used to help the coachee find their own solutions. In doing this, the coach establishes a collaborative partnership with their peers which help the coachee achieve their goals. Coaching can be seen therefore, as a process of empowering, developing, and supporting and removing obstacles for others seeking support.

For the most part your role as a coach is to help your peers work through a process of change and development. Zeus and Skiffington (2002) describe this change process in 4 stages described below.

One strategy that coaches can use with their peers to make the change more permanent is the concept of a learning plan. Learning plans are valuable in creating congruency between the expectations of the staff, the Course Coordinator and the organisation (Leonardelli and Gratz, 1985).

In setting up a learning plan, the Course Coordinator and the coachee agree on the learning outcome(s). A time frame is established to achieve the objective, and rules and responsibilities of the Course Coordinator and coachee are mapped out. Human and material resources that are needed to build the skill are identified. An evaluation strategy that focuses on the key outcomes is



also developed so that both the coachee and the Course Coordinator know that the final learning goal has been attained.

For example, the coachee wants help designing more engaging assessment for the students. This is the learning outcome. Two semesters are set up as the time frame (one semester to redesign the unit, the second to implement the changes). Both parties agree to meet every fortnight in the first semester to discuss ideas and progress and after key dates in semester two. The coachee agrees to look at other unit outlines within and outside the school. They agree to meet with a staff development officer at the university and to also prepare a sheet of what is working and not working within their unit and what the students have said about the assessment and workload. Some articles and websites are also sourced on assessment. Student evaluation data and feedback from the coachee are used to evaluate how successful the new ideas have worked, amendments are made and hopefully, a successful outcome has been reached.

For more specific reading on learning contracts and their influence on adult learning go to e-Reserve and read the article by Knowles M., E. Holton, and R. Swanson.1998. The Adult Learner. Chapter 13. Some Guidelines for the Use of Learning Contracts. Butterworth and Heinemann, Houston USA. pp. 211-216.

Stephenson & Laycock (1993) describe the advantages for both the coach and the coachee when learning contracts are used to build performance.

Coachee advantages Helps coachees recognise and clarify the roles of various stakeholders that affect their job

performance. Provides opportunities for coachees to develop a sense of ownership over professional

development. Raises the quality of learning experiences by helping coachees clarify their own learning

goals, reflect on their learning and to consider issues in assessment of their performance. Encourages collaboration between coach and coachee on matters directly relevant to the

coachee's performance. Helps coachees to develop a range of skills and build confidence with respect to their

own abilities and personal effectiveness.

Coach advantages Provides a window for participating in the development of the coachee. Increases the specificity and effectiveness of the learning and developmental experience. Provides a vehicle for reassuring the coachee that you will support them in their learning

and performance development.

Communication processes in coachingMany of the communication skills that were outlined in the earlier module are directly applicable to being a successful coach. For example, self-talk, communication, active listening and conflict management. Feedback is another relevant skill necessary for effective coaching. Most people need to learn how to give and receive feedback. It is not a natural skill. For example, most people fail to give positive feedback in Australian culture and instead often use more negative feedback (Hogan, 1999).

Coaching is also quite different from being directive. Managers or bosses are directive; coaches ask questions and direct inquiry. Joyce and Showers (1995) in fact, argue that feedback should not be given in coaching situations because it becomes evaluative. Instead, coachees should be facilitated to engage in more self-reflection and analysis and share these insights with their coach who assists them in seeing alternative courses of action. This is not done through feedback, but rather a series of exploratory and probing open-ended questions.



Coaching and rewardsCourse Coordinators should also reward those they are coaching when good performance becomes evident. There are formal and informal commercial and cultural rewards that can be used to encourage performance and development. Formal commercial rewards are usually formally established and part of organisational performance management systems; for example, pay increments, promotions, conference funding. Informal commercial rewards, however, can also be used to enhance motivation; for example, lunch, a gift.

Formal cultural rewards may include such things as teaching awards, formal thank yous at public meetings with acknowledgement in minutes. Informal cultural rewards include such things as praise, positive feedback, and more interesting work.

All of these combinations should be used as part of the coaching process.

What to do when coaching processes get stuck? When the coaching process gets 'stuck' it is providing clues that there is a shift or a change in the coaching relationship. An insightful coach will see it as a signal that needs to be addressed directly and immediately. Rather than getting stressed by this obstacle, the wise coach will name it and hopefully explore why the parties are 'stuck'. If both parties agree that the process is stuck, their discussion can generate new ways of working together to get the sessions moving.

Consider exploring two areas when you review the relationship. The first area is what is taking place in the coaching session. Are you doing your best coaching, are you using your full complement of skills, are you distracted with personal issues?

The second area is what is happening in the coachee's life. Does the coachee indicate that there are distractions, stressors or projects that are interfering with progress and goals? If so, what does the coachee want to do about these and how might you assist as Course Coordinator?

The skills behind coachingIn this section we will look at the skills of coaching. Broadly speaking coaching aims to enhance the performance and learning ability of others. It involves providing non-evaluative feedback, but it also uses other techniques such as motivation, effective questioning, (and listening) and consciously matching your style to the coachee's readiness to undertake a particular task.

It is based on helping the coachee through an active dialogue. It is not a one-way conversation of telling and instructing. We have covered several of these communication skills in this course. However, from the perspective of coaching it is important to review them briefly.

Active listeningGood listening builds relationships. When one person listens actively to another it helps to build a sense of understanding and co-operation. Even if subsequently, the parties disagree, there is a sense of satisfaction that both parties have at least had a proper hearing. Active listening entails the clear intention to hear exactly what the other person has said, and verifying this by restating what has been heard. This allows the speaker to check that the listener understood the message that was sent. When the speaker is satisfied that the listener received the correct message, the listener then is free to respond. The original speaker then reciprocates by listening actively in turn. When this continues, a deeper understanding develops and points of disagreement diminish. This is a sure way of finding all points of agreement - even between people whose views could initially appear to have little in common. Active listening leads to trust which is an important component of a successful coaching relationship.



QuestioningA useful way of clarifying exact meanings between people and gaining agreement is the use of skilled questioning. Cook (1999) describes the qualities of good questions. They are:

Brief - listener's attention spans are brief. Clear - avoid the use of multiple negatives and great big words that fog the simpleness of

the message. Have clear subjects and tasks in your questions. Focussed - don't include multiple questions into one sentence. One question per

sentence. Target a single subject and a particular aspect of that subject per question. You are most likely to get the answers you need as a result.

Relevant - keep the questions relevant and on the task or issue being discussed. 'Red herrings' confuse people and take them off the subject of inquiry.

Constructive - constructive questions which are positive are more effective. They engage people and encourage dialogue.

Neutral - many questions when asked, already suggest the kind of answer you want. Keep them neutral if you are genuine in your desire to learn about the other's views. For example, "Should we improve the quality of this course information brochure by hiring an editor/designer?" There is an implied 'yes' response in this question. Alternatively, "Should we add another layer to the publication process of this brochure by hiring an editor/designer?" There is an implied 'no' response in this question. A neutral question would be, "Should we hire an editor/designer for this brochure?"

Open ended - ask a yes or no question and that is the answer you will get. If you want high quality information from a question, give the person a neutral open ended question. For example, "Do you think we should hire an editor/designer for this course brochure?" This requires a yes or no response. Then you have to ask another whole series of questions to find out why the person said yes or no. A neutral open ended question would be, "What do you think about hiring an editor/designer for this publication". With this one question you are more likely to get better information.

Cook (1999) also describes different types of questions which can be used in a coaching session to get the kind of information needed to facilitate the development process. They are:

1. Factual questions - for when you want facts.2. Explanatory questions - for when you want to understand. They usually start with 'why' or 'what'. You need to be careful with your intonations because they can be easily misconstrued as interrogation or accusations. 3. Justifying questions - also help you to understand the reasoning behind a person's decision or logic. The word 'why' can also be used to gain this knowledge. Justifying questions, however, rarely need to be used because they suggest that you want a reason for their perspective, as it inevitably is different from yours. Most of the time, you will be asking an explanatory question.4. Leading questions - these questions give you the answer you want to hear. For example, "We should hire an editor/designer to improve this publication, don't you agree?" These sorts of questions alienate people by forcing them into a corner and should be avoided in coaching sessions.5. Hypothetical questions - are usually preceded by 'what if'. They are used when you want someone to predict or to apply their knowledge in such a way that an educated guess is received. Whether they are valid depends on the question and the person who is giving the answer. At times they may be construed as manipulative as you put people on the spot. People may become reluctant to answer future questions.6. Alternative questions are similar to leading questions in that you ask a question and offer a series of answers. The multiple choice test is a good example of this category. In some cases it may be appropriate but often they limit the full range of answers to be explored.7. Summary questions - ask people to summarise and often start with, ‘in general’ or ‘overall’. People may find this threatening because it puts them on the spot and doesn't allow them to fully explain or explore their answer. However, it can be used to move a coaching session forward if the parties are stuck.



Skilled questioning assists in gaining buy-in and ownership of solutions and action plans. Skilled questioning and listening are keys to enhancing the integrity of the coaching relationship. Zeus and Skiffington (2002) provide examples of typical coaching questions using the 'how, what, when, where and why' format which are illustrated in the table below.

How What When Where Why*How did you think/feel/act?How did that come about?How have you coped in the past?How does that fit in?

What happened?What makes you think that?What might you do differently next time?What was important about that?What did you learn from that?

When did it start?When did that first occur?When did you realise?When did you decide?When will that happen?

Where does it happen?Where can we start to make a change?Where did it go all wrong?Where will that get you?Where do you see yourself in ...?

Why did you do that?Why do you think that happened?Why do you think they responded that way?Why is this happening?

* Why questioning can sometimes sound interrogatory so use these types of questions cautiously. They may lead to defensiveness from the coachee and create argument between the parties.

Trust and coachingThe final element of successful coaching is building trust. Without trust, the coaching experience is doomed to fail. Building trust takes time. Ladyshewsky and Varey (2005) describe a series of 8 stages that should be followed to build trust and a successful coaching dynamic between peers. Failure to work through each stage reduces the value of the coaching session.



The coaching session frameworkIt is always useful to have a conceptual framework for framing the coaching session. The structured coaching model described below is an excellent model. Once the issue is defined that requires coaching, the coach and coachee work collaboratively to set the development target or goal(s). An action plan is laid out which identifies resources, strategies, expectations and time frames. Once this is accomplished, the experiential learning process begins with the coachee implementing the plan with the support of the coach.

The coach experiments and applies the new learning (acts), and then reflects on the results individually and with their coach (monitors). Conclusions are made about the success of the action and where there are still limitations (evaluate). Modifications are made and the cycle begins again until the goal is achieved. Once the goal(s) are met, there is cause to celebrate!

Managing upwardsA Point in Case...

A sales rep, an administration clerk and their manager are walking to lunch when they find an antique oil lamp. They rub it and a Genie comes out in a puff of smoke. The Genie says, "I usually only grant three wishes, so I'll give each of you just one." "Me first! Me first!" says the administration clerk. "I want to be in the Bahamas, driving a speedboat, without a care in the world." Poof! She's gone. In astonishment, "Me next! Me next!" says the sales representative. "I want to be in Hawaii, relaxing on the beach with my personal masseuse, an endless supply of pina coladas and the love of my life." Poof! He's gone. "OK, you're up," the Genie says to the manager. The manager says, "I want those two back in the office after lunch." Moral of story: Always let your boss have the first say.



According to research by Kotter and Gabarro and reported in the Harvard Business Review (January 2005), employees who believe they need to manage the relationship with their managers, and who take a somewhat strategic approach in doing so, enjoy greater job satisfaction, effectiveness and career success than those who think it's solely the boss's responsibility to manage them.

This module aims to provide you with an opportunity to think about your relationship with your boss and how you can manage that relationship for the benefit of yourself, your boss, and your organisation. The benefits of improving your relationship with your boss, which is typically your Head of School, are many-fold. It can reduce physical and mental stress, increase opportunities for recognition and promotion, and assist you in implementing your ideas. Your self confidence and motivation improve and your job satisfaction increases. It can also help you to anticipate and avoid problems with your boss.

Sometimes it feels easier to blame your boss or the system for problems instead of finding solutions. In fact, by apportioning blame, we very often absolve ourselves of any responsibility for finding a solution. Hence, managing upwards puts some responsibility back on to you to ensure that you can work towards solutions and your effectiveness as a Course Coordinator, with your boss.

The influence of power

Managing upwards and the influence of power

Power is an important part of managing upwards. Power relationships are changing in the work place as a result of decentralisation, team based operations, and cross functional teams. Power is also a part of empowerment so it isn't always a negative construct.

In the academic setting power relationships are often nebulous. While there are clear power relationships denoted by organisational structure (eg. Head of School and Staff), there are also informal power relationships influenced by academic qualification and institutional status. In some schools a successful teacher or a researcher with a prolific peer reviewed publication record may have more power and status than their Head of School!

A Course Coordinator needs to understand the power dimension in the academic setting to be successful, and to use this understanding to build relationships and gain influence. Bennis and Nanus (1995) found that among 90 individuals nominated by peers as most influential leaders, these leaders all had one characteristic - they made others feel powerful! Power, therefore, is not always a dirty word and the use of power to influence is not necessarily evil. It is always the context in which it is applied.

Power can also be seen as a sign of personal efficacy such that you can mobilise resources to get work done. Remember the importance of this function in the Competing Values Framework in the Broker Role. However, it is often powerlessness that causes conflict and problems in the workplace. Hence, Course Coordinators who can effectively manage upward can get their initiatives pushed through more effectively. They also create more empowered work teams because staff see their Course Coordinator as being able to influence those in charge.

Effective Course Coordinators, therefore, can get items on and off agendas, can get fast access to decision makers and maintain regular contact, and can get early information about shifts in direction. This ability to influence people and events can be described in two ways (Brounstein, 2000)

Positional Influence (use title and authority) Personal Influence (earn respect through traits of honesty, integrity)

Exercise authorityMaintain chain of commandSeek controlEnd up getting compliance

Exercise personal qualitiesBuild relationshipsSeek colleague's ownership and involvementEnd up getting commitment

You can also build your influence by providing benefits to your Head of School that are not requested or expected. Your power will also increase as you become more understanding of your superior's needs and



lightening his/her responsibilities. You can benefit your superior's and peer's by paying attention to the following details:

What ongoing problems do your Head of School (HOS) and Peers generally face - how can you help solve them?

What does your HOS and Peers jobs entail - what are their biggest challenges? What are your Head of School's strengths and weaknesses and preferred styles of operating? Where do your own talents and expertise lie - how do they complement those of your HOS

and Peers? Keep your HOS and Peers informed of your activities and where problems arise. Pass on

helpful information. Avoid secretive and hidden agendas. Become relied upon for being dependable and

consistent. Remember the Johari window and the importance of the open frame. Don't keep your HOS or Peers in the blind window and don't invest in the hidden or private window.

Protect your HOS and course team from unimportant or unwanted matters. Listen carefully for multiple perspectives. Be creative; give credit when it is due.

Other means of building your influence (Carlopio et al. 2001) is by expanding your area of expertise, for example, becoming highly skilled in areas related to curriculum innovation and review, elearning, assessment. Building knowledge can enhance your power and influence, however, becoming an expert can also 'pigeon hole' you as a specialist and limit advancement or movement across the organisation.

Impression management is another important aspect of building influence. For example, how do you conduct yourself based on clues in the environment? This is what Daniel Goleman (1995) discusses in his book on Emotional Intelligence. Having high interpersonal and intrapersonal insight helps you to manage expectations of those around you and makes you more influential.

Your personal attraction also is an important component of your influence. It is not about being a supermodel. Instead, it is about agreeable behaviour and a neat and tidy appearance. This builds influence. Loyalty, honesty and unconditional positive regard and acceptance also build your personal attraction. Being able to sympathise and empathise when necessary and to engage in social exchanges necessary to sustain relationships are also critical for building your personal attraction and influence. If you are able to manage impressions about yourself and have high personal attraction, your arguments are more likely to be accepted by other co-workers and you will be seen as more trustworthy.

Personal effort will also increase your influence especially if you work hard on those projects that support your superiors and peers. This in turn increases your knowledge and you are more likely to be consulted when key decisions are being made. At managerial levels, high effort is also seen as a sign of dedication and commitment. It is interpreted very positively by your superiors and peers if your efforts lead to the organisation reaching its goals.

Finally, networking is also critical to build influence. You will always need others to complete your job. Research by Pfeffer and Konrad (1991) demonstrated that those with extensive social networks in work earned higher salaries and were more successful than those with narrow contacts. Your influence is accrued by being central to horizontal and vertical networks because your network will help you find solutions to your problems. Hence, the more central you are to communication and information flow, the more power you will accrue and the more you will be able to influence and access support to find effective and efficient solutions.



Practical ActivityIn the Practical activity for this module you will focus on managing key relationships in your sphere of influence.

You will discuss with your peer coach, and then in a small group of 4, specific strategies to 'manage' your Head of School successfully. Potential and successful strategies will be discussed. A range of questionnaires to help you focus your thoughts will be completed based on work from Kotter and Gabarro at Harvard University.

Building influence is another important strategy for Course Coordinators and this will also be part of the small group focus discussion. Strategies that you have used to build influence amongst peers will be discussed.

Lastly you will discuss, in small groups, the benefits and challenges you have experienced with respect to coaching either as part of your peer coaching relationship or with your peers. What supported and detracted from the process and relationship and how can this process be used to elevate teaching and learning quality?

1. Download the inventories form the 'Practical activity & seminar materials' section.

2. Undertake an analysis of your working relationship with your current (or previous) Head of School/Superior.

3. When you have completed these inventories, analyse the results of your assessment.

o How well do you manage your relationship with your HOS/Superiors?

o How well do you understand your HOS/Superiors and how well do they understand you?

o What can you do to improve your upward management skills and relationships with HOS/Superiors?

Go to the 'Practical activity & seminar materials' online to access the materials.

If you are completing the Program online you are asked to join a discussion in the Academic Leaders Café to answer the questions. However, prior to answering the questions please complete the same exercise described above.

1. What strategies have you used to manage your Head of School successfully and why have these strategies worked?

2. What experiences can you share about coaching or mentoring either as a receiver or provider of these development strategies? What supported and detracted from the process and relationship?

3. What insights can you comment on about your own peer coaching relationship that is part of this leadership program for Course Coordinators?



Required ReadingAntonioni, D. 2000. Leading, managing, and coaching. Industrial Management. 42 (5): 27-33.

This is a very good article that contextualises coaching and management and leadership.

Skiffington, S. 2000. Definitions and distinctions. In The complete guide to coaching at work, eds. S. Skiffington and P. Zeus, 1-19. Sydney: McGraw-Hill.

Another excellent overview article defining coaching and also contrasting it with other forms of interventions.

Minter, R., and E. G. Thomas. 2000. Employee development through coaching, mentoring and counseling: A multidimensional approach. Review of Business. 21 (1/2):13-17.

Another excellent article which defines coaching, mentoring and counselling in great deal and denotes the basic assumptions that must be in place for applying each model. A very useful structure for assisting you in determining when do you coach, mentor vs. counsel.

Gabarroa, J., and J Kotter. 2005. Managing your boss. Harvard Business Review. 83 (1): 92-99.

This article provides an overview of Gabarro and Kotter's work on managing upwards. They are the key writers in this area and offer suggestions on how to manage your boss and apply the instruments used in the practical activity on this subject.

Pegler, T. 2001. Our mutual dependence. Management Today. Australian Institute of Management September: 14-19.

The article provides a good overview of why managing upward is a necessity in today's workplace. A sample of different types of boss profiles is also provided with some tips on how to actively manage upward.

Additional ResourcesWebsitesThe University of Sydney's Coaching Psychology Unit, (http://www.psych.usyd.edu.au/coach/) is a comprehensive site if you want more information on coaching. Information on coaching research, training, publications and conferences can be found here.

(These links are current at the time of publication, if they fail please advise your Program Coordinator or post a message on the discussion board in the 'Help us to help you!' forum.)

ReferencesBrounstein, M. 2000. Coaching and mentoring for dummies. Foster City, CA: IDG Books.

Carlopio, J., G. Andrewartha, and H. Armstrong. 2001. Developing management skills: A comprehensive guide for leaders. Second ed. Frenchs Forest: Pearson Education Australia Pty Ltd.

Cook, M. 1999. Effective coaching. New York: McGraw-Hill.

Gabarro, J., and J. Kotter. 2005. Managing Your Boss. Harvard Business Review. 83 (1): 92-99.

Goleman, D. 2000. Leadership that gets results. Harvard Business Review. 78 (2): 78-100.


http://www.psych.usyd.edu.au/coach/

http://www.psych.usyd.edu.au/coach/


Goleman, D., R. Boyatzis, and A. McKee. 2001. Primal leadership: The hidden driver of great performance. Harvard Business Review. 79 (11): 42-51.

Grant, A., and J. Green. 2001. Coach yourself. London: Pearson Education Limited.

Joyce, B., and B. Showers. 1995. Student achievement through staff development. 2nd ed. White Plains, N.Y.: Longman Publishers.

Knowles, M., E. Holton, and R. Swanson. 1998. The adult learner. 5th ed. Woburn MA: Butterworth Heinemann.

Ladyshewsky, R., and W. Varey. 2005. Peer Coaching: A practical model to support constructivist learning methods in the development of managerial competency. In Evidence-Based Coaching: Volume 1; Theory, research and practice in the behavioural sciences, ed. M. Cavanagh, A. Grant and T. Kemp, 171-182. Bowen Hills, Qld: Australian Academic Press.

Leonardelli, and Gratz. 1985. Roles and responsibilities in fieldwork experience: A social systems approach. The Clinical Supervisor. 3 (3): 15-24.

Stephenson, J., and M. Laycock, eds. 1993. Using learning contracts in higher education. London: Kogan Page.

Zeus, P., and S. Skiffington. 2000. The complete guide to coaching at work. Sydney: McGraw-Hill.


Documents

Document title - Curtin University · Web viewAn important skill. ... The word 'why' can also be used to gain this knowledge. Justifying questions, however, rarely need to be used